The Use of Other-Initiated Self-Repair Patterns by Adult Learners in an English-Speaking Course

Abstract

This study aims to investigate the use of other-initiated self-repair patterns of adult learners in an English-speaking course. In this study, twelve academicians who were the adult learners attended the B1 level English-speaking course in the spring semester of 2019 at Muğla Sıtkı Koçman University. In terms of the instruments and data analysis, 16-hour video-based data were obtained, transcribed with Transana 2.10 and Word 2016, and analysed by the method of conversation-analysis. Moreover, semi-structured interviews were conducted with seven volunteer learners and analysed regarding the content analysis. In conclusion, results of the study demonstrate that the adult learners are able to repair the troubles in English spoken conversations in order to prevent the communication breakdowns once the trouble source is initiated by either the recipient adult learners in the classroom or teacher by means of specific strategies such as upward intonation, repetition or asking –WH questions. Furthermore, the adult learners concentrate on the meaning rather than the linguistic features of the language to provide the negotiation of meaning and intersubjectivity for the conversation's maintenance.

Keywords

• conversation analysis
• other-initiated self-repair
• repair organisation

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